BRITISH CULTURE

& CIVILISATION
Academic Year 2015-2116
Instructor. REMUS BEJAN, PhD

InformationBo
oklet for
Students

CONTENTS

THE OBJECTIVES OF STUDYING BRITISH CIVILISATION.......2

ESSENTIAL READING........................................................................6
USEFUL READING..............................................................................6
WORKING FOR THE COURSE...........................................................9
WRITTEN WORK SCHEDULE............................................................9
PRESENTATION OF WRITTEN WORK...........................................10
SUBMISSION OF WORK FOLDERS...............................................10
ORGANIZATION AND ASSESSMENT.............................................11
MARK BANDS......................................................................................11
SITTING EXAMS................................................................................12
FINAL EXAMINATION......................................................................13
WRITTEN EXAMINATION (110 MINUTES)...................................13
SPECIMEN OF WRITTEN PAPER FOR FEBRUARY
EXAMINATION...................................................................................14
ORAL EXAMINATION (20 MINUTES).............................................14
PASSING BRITISH CIVILISATION.................................................14
LECTURE TIMETABLE.....................................................................15
GUIDE TO WRITTEN EXAMINATION............................................15
GUIDE TO ORAL PRESENTATIONS...............................................20
STUDY SKILLS....................................................................................20
PLAGIARISM.......................................................................................21

British Culture and Civilisation

THE OBJECTIVES OF STUDYING BRITISH CIVILISATION
The course will give you an overview of English civilisation from its early stages to
the present, and will introduce you to a variety of aspects and ideas in relation to it. No
previous or little knowledge of British civilisation is assumed.
The lectures and seminars will work towards giving you an understanding of:
the historical development of British civilisation within its national and
international contexts; it will help you acquire a sense of Englishness and its
particular heritage;
the ways in which British civilization can be explored through associated
disciplines such as history, cultural studies;
You will work with various modes of analysing aspects of British civilisation,
ranging from historicist approaches to ones based on cultural foundations. The purpose
is to give you a grounding in ideas useful for the understanding of British civilisation
in particular, and of all civilisation in general.
The course will encourage you to work independently, to discover and synthesise
information, to select the most relevant materials from a wide range of readings. You
will learn how to assess the reliability of evidence and weigh a variety of competing
and conflicting arguments, to analyse complex questions, and will give you
opportunity to exercise problem-solving skills. In developing and organising your own
arguments, you will learn how to present a coherent, reasoned and well-supported set
of conclusions in clear prose. At the same time, you will be developing oral
communication skills through active participation in seminars. The course will
encourage you to report concisely, both orally and in written form, on source material
of diverse origins, and apply scholarly norms of accuracy in the presentation of your
work.
On successfully completing the course, the students will have demonstrated their
knowledge (historical understanding) of the following aspects of British history:
Chapter 1. Britains Prehistory (250,000 BC 43 AD)
The characteristics of societies in in the British Isles: from the Palaeolithic to the
Roman Conquest.
Chapter 2. Roman Britain (43 AD 410 AD)
The Roman conquest of the British Isles
The characteristic features of society in Roman Britain
Chapter 3. The Dark Ages (449 1066)
The arrival of Anglo-Saxons, Danes and Vikings in Britain.

How political and religious institutions emerged in England.

Chapter 4. The Middle Ages (1066 1485)
The Norman Conquest of England and how this changed the course of history in the
British Isles.
How the institutions characteristic of feudalism emerged in Britain.
Chapter 5. The Renaissance (1485 1601)
The emergence of the national state.
Chapter 6. The Crown against Parliament (1601-1702)
The causes and nature of the conflict between the monarchy and parliament, the
ideas and interests involved in forging it, and the reasons for the defeat of the
monarchy
The causes and reasons for the restoration of monarchy.
Chapter 7. The Age of Reason (1702 1815)
Chapter 8. The Victorian Age (1815 1900)
Englands territorial expansion and this affected its position and relations with other
powers.
How the industrial revolution, changed the lives of the English
The sources and character of reform movements after 1850.
Chapter 9. The Destruction of a Myth (1900 1990)
The causes and nature of Britains involvement in WW1 and WW2
The extension, restriction and reorganization of political democracy after 1920.
The institutions and practices of government in post-war Britain.
In strong connection with the historical content described above (I), the students
taking the course will have demonstrated their skills to (historical thinking):

Chronological Thinking
1
2

Distinguish between past, present, and future time

Identify in historical narratives the temporal structure of a historical narrative or
story: its beginning, its middle, and its end (the latter defined as the outcome of
a particular beginning)
Establish temporal order in constructing historical narratives of their own:
working forward from some beginning through its development to some end or
outcome; working backward from some issue, problem or event to explain its
origins and development over time.
Measure and calculate calendar time

British Culture and Civilisation

5

Interpret data presented in time lines and create timelines by designating

appropriate equidistant intervals of time and recording events according to the
temporal order in which they occurred.
Reconstruct patterns of historical succession and duration in which historical
developments have unfolded, and apply them to explain historical continuity
and change.
Compare alternative models for periodization by identifying the organizing
principles on which each is based.

Historical Comprehension:
8
Reconstruct the literal meaning of a historical passage by identifying who was
involved, what happened, where it happened, what events led to these
developments, and what consequences or outcomes followed.
9
Identify the central question(s) the historical narrative addresses and the
purpose, the perspective, or point of view from which it has been constructed.
10
Read historical narratives imaginatively, taking into account a) the historical
context in which the event unfoldedthe values, outlook, options, and
contingencies of that time and place; and b) what the narrative reveals of the
humanity of the individuals involvedtheir probable motives, hopes, fears,
strengths, and weaknesses.
11
Evidence historical perspectives-the ability a) to describe the past on its own
terms, through the eyes and experiences of those who were there, as revealed
through their literature, diaries letters, debates, arts, artefacts, and the like; and
b) to avoid present-mindedness, judging the past solely in terms of presentday norms and values
12
Draw upon data in historical maps in order to obtain and clarify information on
the geographic setting in which the historical event occurred, its relative and
absolute location, the distances and direction involved, the natural and manmade features of the place, and critical relationships in the spatial distributions
of those features and the historical events occurring there.
13
Use visual and mathematical data presented in charts, tables, pie and bar
graphs, flow charts, Venn diagrams, and other graphic organizers to clarify,
illustrate, or elaborate upon information presented in the historical narrative.
14
Draw upon visual, literary, and musical sources including: a) photographs,
paintings, cartoons, and architectural drawings; b) novels, poetry and plays; and
c) folk, popular, and classical music to clarify, illustrate, or elaborate upon
information presented in the historical narrative.

Historical Analysis and Interpretation

15

Identify the author or source of the historical document or narrative and assess
its credibility.

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Compare and contrast differing sets of ideas and historical interpretations, but
acknowledge also that the two are related: that the fact that the historian reports
are selected and reflect therefore the historians judgement of what is most
significant about the past.
Consider multiple perspectives of various peoples in the past by demonstrating
their differing motives, beliefs, interests, hopes, and fears.
Analyse cause-and-effect relationships bearing in mind multiple causation
including a) the importance of the individual in history; b) the influence of
ideas, human interests, and beliefs, and c) the role of chance, the accidental,
and the irrational.
Challenge arguments of historical inevitability by formulating examples of
historical contingency, of how different choices could have led to different
consequences.
Compare competing historical narratives by contrasting different historians
choice of questions, and their use of sources reflecting different experiences,
perspectives, beliefs, and points of view, and by demonstrating how an
emphasis on different causes contributes to different interpretations.
Hold interpretations of history as tentative, subject to change as new
information is uncovered, new voices heard, and new interpretations broached.
Evaluate major debates among historians concerning alternative interpretations
of the past.
Hypothesize the influence of the past, including both the limitations and the
opportunities made possible by past decisions.

Historical Research Capabilities

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25

26

27

Formulate historical questions from encounters with historical documents,

eyewitness accounts, letters, diaries, artefacts, photos, historical sites, art,
architecture, and other records from the past.
Obtain historical data from a variety of sources, including: library and museum
collections, historic sites, historical photos, journals, diaries, eyewitness
accounts, newspapers, and the like; documentary films, and so on.
Interrogate historical data by uncovering the social, political, and economic
context in which it was crated; testing the data source for its credibility,
authority, authenticity, internal consistency and completeness; and detecting
and evaluating bias, distortion, and propaganda by omission, suppression, or
invention of facts.
Identify gaps in the available records and marshal contextual knowledge and
perspectives of the time and place in order to elaborate imaginatively u [on the
evidence, fill in the gaps deductively, and construct a sound historical
interpretation.

British Culture and Civilisation

Historical Issues--Analysis and Decision
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31

32

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Identify issues and problems in the past and analyse the interests, values,
perspectives, and points of view of those involved in the situation.
Marshal evidence of antecedent circumstances and contemporary factors
contributing to problems and alternative courses of action.
Identify relevant historical antecedents and differentiate from those that are
inappropriate and irrelevant to contemporary issues.
Evaluate alternative courses of action in terms of ethical considerations, the
interests of those affected by the decision, and the long- and short-term
consequences of each.
Formulate a position or course of action on an issue by identifying the nature of
the problem, analysing the underlying factors contributing to the problem, and
choosing a plausible solution from a choice of carefully evaluated options.
Evaluate the implementation of a decision by analysing the interests it served;
estimating the position, power, and priority of each player involved; assessing
the ethical dimensions of the decision, and evaluating its costs and benefits
from a variety of perspectives.
ESSENTIAL READING
1. Remus Bejan. Britain. Past and Present. Iasi: Editura Institutul European, 2001;
2. Oakland, J. British Civilisation. An Introduction. (London: Routledge, 1996);

For each course or seminar studied, you should consult these volumes for the
relevant article: other books also contain pertinent material (see Useful Reading
below). More detailed and specific reading lists will be included in individual lectures
hand-outs; the organiser of the course will advise you on appropriate background,
critical and theoretical texts that you should consult.

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2)

3)

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USEFUL READING
Ball, M. Et al. The Transformation of Britain. Contemporary Social and
Economic Change. (London: Fontana Press, 1989);
Baker, J.H. An Introduction to English Legal History. 3rd edition.
( London, Boston, Dublin, Edinburgh, Hato Rey, Kuala Lumpur,
Singapore, Sydney, Toronto, Wellington, 1990);
Bede. The Ecclesiastical History of The English People. Edited with and
Introduction by Judith McClure and Roger Collins. (Oxford, New York:
Oxford University Press, 1994)
Bindman, D. Encyclopaedia of British Art. (London: Thames & Hudson,
1985);
Blamires, Harvey. A Short History of English Literature. 2nd ed. (London
& New York: Routledge, 1994);

6)
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28)

Briggs, Asa. A Social History of England. (London: Penguin Books Ltd.,

1991);
Burgess, A. English Literature. Survey for students. (Routledge, 1987);
Brokes, H.F and C.E. Fraenkel. Life in Britain. (Oxford: Heinemann,
1988);
Campbell, J., Eric John, Opatrick Woemald. The Anglo-Saxons. (London:
Penguin, 1991);
de la Croix Horst and R. Brace eds. Gardners Art through Ages. Seventh
edition. (New York : Iovanovich Inc. 1980);
Chapman, Malcolm. The Celts. The Construction of a Myth. (London:
Macmillan, 1992);
Childs, David. Britain since 1945. A Political History. 3rd edition. (London
and New York: Routldge, 1995);
Clark, David. Civilisation. A Personal View. BBC and John Murray 1971;
Coward, Barry. The Stuart Age. England 1602-1714. (London and New
York: Longman, 1994);
Daiches, D. A Critical History of English Literature. Vol.1-4. Secker and
Warburgh, 1976;
Doyle, William. The Old European Order. 1660-1800. 2nd edition. (Oxford
University Press, 1992);
Ensor, Robert. England 1870-1914. (Oxford and New York: Oxford
University Press, 1992);
Fisher, D.J.V. The Anglo-Saxon Age. C. 400-1042. (London: Longman,
1973);
Ford, Boris. ed. The Cambridge Cultural History of Britain. Vol.1-9.
(Cambridge University Press, 1992-1995;
Gaunt, W. English Painting. A Concise History. (London: Thames and
Hudson, 1991);
Gombrich, E.H. The Story of Art. (London & New York : Phaidon, 1967);
Gourvish, T. and ODay, A. Britain since 1945. (London: MacMillan,
1991);
Guy, John. Tudor England. (New York and Oxford: Oxford University
Press, 1990)
Haugh, Christoph. English Reformations. Religion, Politics and Society
under the Tudors. (Oxford: Clarendon, 1995);
Hilbert, C. London. A Biography of the City. (London: Penguin, 1980);
Hill, Christopher. The Century of Revolution. 1603-1714. (London:
Routledge, 1988);
Hugh, Christopher. (ed). The Cambridge Historical Encyclopaedia of
Great Britain and Ireland. (Cambridge: Cambridge University Press,
1995);
Irwin, John. Modern Britain. An Introduction. 3rd edition. (London and
New York : Routledge, 1995);

British Culture and Civilisation

29)
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James, B. And Kavanagh, D. British Politics Today. Routledge, 1991;

Kearney, Hughes. The British Isles. A History of Four Nations. (Cambridge
University Press, 1989);
Kenny, A. Ed. The Oxford Illustrated History of Western Philosophy.
(Oxford: Oxford University Press, 1994);
Loyd, J. O. The British Empire. 1558-1984. 2nd edition. (London and New
York: Longman, 1995);
Lyon, H. R. Anglo-Saxon England and the Norman Conquest. Second
edition. (London and New York: Longman, 1991)
Mason, T. (Ed). Sport in Britain. A Social History. (Cambridge University
Press, 1989);
McDowell, David. An Illustrated History of Britain.(London: Longman,
1995).
McKie, J.D. A History of Scotland. (London: Penguin, 1995);
Morgan, K.O. Oxford History of Britain. Oxford University Press, 1993;
McKisack, May. The Fourteenth Century. 1307-1399). Oxford and New
York: Oxford University Press, 1991)
Marwick, R. Culture in Britain since 1945. (Oxford: Basil Blackwell,
1991);
Morgan, Kenneth. (ed). The Oxford Illustrated History of Britain. (Oxford
& New York: Oxford University Press, 1994);
Musgrove, John. (Ed). History of Architecture. (Oxford: Butterworth/
Heinemann, 1994);
Parce, M.G.S. British Political History. 1867-1990. (London and New
York: Routledge, 1992);
Powicke, Maurice. The Thirteenth Century. 1206-137. 2nd edition. (Oxford
and New York: Oxford University Press, 1991);
Richmond, I. A. Roman Britain. (London: Penguin, 1963);
Robin, Keith. The Eclipse of a Great Power. Modern Britain 1870-1992.
2nd edition. (London and New York: Longman, 1994);
Rogers, Pratt. Ed. The Oxford Illustrated History of English Literature.
(Oxford, New York: Oxford University Press, 1990);
Room, A. An A to Z of British Life. Oxford University Press, 1990;
Ross, Charles. The Wars of the Roses. A concise History. (London: Thames
and Hudson, 1967).
Russell, B. History of Western Philosophy and Its Connections with
Political and Social Circumstances from the Earliest Times to the Present
Day. (London: George Allen and Unvoin Ltd., 1969);
Russell, Conrad. The Causes of the English Civil War. (Oxford: Clarendon
Press, 1995);
Salway, P. Roman Britain. (Oxford & New York: Oxford University Press,
1988);
Seymour-Ure, Colen. The British Press and Broadcasting since 1945.

(Oxford: Blackwell, 1991);

Somerset Fry, Peter and Fiona. The History of Ireland. ( London and New
York: Routledge, 1991)
Somerset Fry, Peter and Fiona. The History of Scotland. (London and New
York: Routledge 1995);
Taylor, A.J.P. English History. 1914-1945. ()xford and New York: Oxford
University Press, 1975);
Trevelyan, G.M. A Shortened History of England. Penguin, 1965;
Walker, J. British Economic and Social History. (London: MacDonald and
Evans, 1968);
Watkin, David, English Architecture.(London: Thames and Hudson, 1985).
Williams, Raymond. A. Keywords. A Vocabulary of Culture and Society.
(London: Fontana Press, 1988).

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The prescribed books are available with the (CUL) (Central University Library,
(CL) County Library and the (BCL) British Council Library.
WORKING FOR THE COURSE
This comprises the following:
LISTENING. There is a number of seven two-hour lectures (one every two weeks),
which you are strongly advised to attend.
READING. This consists of general reading, reading in preparation for seminars,
and reading in preparation for writing essays, and examinations.
WRITING. There are two essays and to be written, two progress test, a dissertation,
a review, as well as a written examination to be taken at the end of the course, in
February. They are all marked as part of the continuous assessment aspect of the
course. Developing good stylistic skills in writing academic essays is regarded as a
vital part of the work of the British Civilisation class, and the grades given for written
work will reflect this.
TALKING. There are seven two-hour seminars (one every other week), which are
central to the course. They are essential occasions for informed discussion, the asking
of questions and the mutual testing of ideas and insights. Contributing to seminar
discussion in an articulate way is an important (and assessed) part of the work for
British Civilisation.

WRITTEN WORK SCHEDULE

Essay. The Monarchy vs. the Church in Medieval England. (1500 words)
November 18th, 2015

British Culture and Civilisation

Essay.The 19th century is called an age of paradox. Explain. (1500

words)
January 13th, 2016

PRESENTATION OF WRITTEN WORK

Presentation is important and will be taken into account in marking all written work
so please spend time in making sure you meet departmental standards. It is expected
that written work will be word-processed; this helps us make clear and accurate
assessments; it enables you to have a continuous record of your written work. Handwritten work (if neat and readable) is accepted.
Manuscripts should not normally exceed 1,500 words, and should be typed doubleline spaced on one side of an A4 paper with 3 cm margin all round (good hand-written
copies will also be accepted).
Double-space the text of your paper, and use a legible font (e.g. Times New
Roman). Whatever font you choose, make sure that the regular and italics type styles
contrast enough that they are recognizable one from another.
The font size should be 12 pt.
Indent the first line of paragraphs 1.27p from the left margin.
Pages should be numbered consecutively throughout in the top right-hand corner.
In the upper left-hand corner of the first page, list your name, your instructor's name,
the course, and the date.
Double space again and centre the title. Do not underline, italicize, or place your
title in quotation marks; write the title in Title Case (standard capitalization), not in all
capital letters.
The students should sign their manuscripts.
Use italics throughout your essay for the titles of longer works and, only when
absolutely necessary, providing emphasis
No subheading should be used.
Spelling should follow that of the Oxford English Dictionary. Endnotes, not
footnotes, should be used.
Quoted words or sections in running text should be in single quotes with double
quotes within.
Passages of more than 50 words should be indented.
Use the MLA system for references, which in the text cites authors, year of
publication, and page(s), e.g. (Brewer, D. S., 1973: 65), and the full reference in a list
of Works Cited (alphabetically arranged), at the end of the main text.
Sample Reference List

Marwick, R. Culture in Britain since 1945. (Oxford: Basil Blackwell, 1991);

Salway, P. Roman Britain. (Oxford & New York: Oxford University Press, 1988);

10

All information about a book: author, title, place of publication, publisher, year of
publication should be taken from the title page and the reverse of the title page.
All information about an article (author, title of article, title of periodical, volume,
date should be taken from the periodical in which the article appears.
When the list includes more than one book published by an author in the same year,
letters a, b, c, etc., placed after the year of publication of the book will avoid
confusion.
Tables, if any, should be typed (double-line spaced) on separate sheets and their
position indicated by a marginal note in the text.
All line diagrams and photographs are termed Figures and should be referred to as
such in the manuscript. They should be numbered consecutively.
If you have any endnotes, include them on a separate page before your Works Cited
page. Entitle the section Notes (centered, unformatted).
The manuscript (typewritten), the tables and the illustrations should be submitted in
due time. (see Written Schedule)

SUBMISSION OF WORK FOLDERS

All students must retain all their work, after marking, till the February examination.
It must be submitted (at the time of the examination) as part of the work available to
examiners. It is the students responsibility to ensure that this work is available to
examiners in January / February.
Assembling a portfolio gives you an opportunity to evaluate your work and think
about you have learned. It can give you insights into your own intellectual
development and help you identify your strengths and weaknesses. Present your
portfolio in an inexpensive folder. The contents of the folder need not be stapled. You
should include a separate table of contents, and take care to number the pages. You
should also label all your work in the upper right corner of each page. Put everything
in the sequence specified by your instructor.
You are also required to give a written statement about what you have learned in this
course in the form of a one-page letter.
ORGANIZATION AND ASSESSMENT
Attendance at all lectures is expected. Attendance at seminars is compulsory.
Seminars start in week two.
The essay must be handed to the course organiser by the assigned date. It is essential
that work be completed on time to allow for marking and return within three weeks.
Late work will be zero-marked and not re-set. Work will be discussed individually
with each student (after submission).
Class performance is measured by a combination of two factors: written work (one
essays) and the tutors assessment of students contributions to discussions in the

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British Culture and Civilisation

seminars.
A satisfactory class performance, which includes the completion of all written work,
leads to you having duly performed the work of the course. This permits you to sit
the February exam, or re-sit it in September. You may be refused a DP if you have
failed to complete and hand in written work or missed seminars without proper
explanation.
MARK BANDS

Score
30-27
26-22
21-17
16-13

20-18
17-14
13-10
9-7

20-18
17-14

13-10

9-7

25-22

Criteria
CONTENT
EXCELLENT TO VERY GOOD: knowledgeable* substantive
through development of thesis* relevant to assigned topic
GOOD TO AVERAGE: some knowledge of subject* adequate
range* limited development of thesis* mostly relevant to topic,
but lacks detail
FAIR TO POOR: limited knowledge of subject* little substance *inadequate
development of topic
VERY POOR: does not show knowledge of subject* non-substantive *not
pertinent* Or not enough to evaluate
ORGANIZATION
EXCELLENT TO VERY GOOD: fluent expression* ideas clearly stated
/supported* succinct* well-organised* logical sequencing* cohesive
GOOD TO AVERAGE: somewhat choppy* loosely organised but main
ideas stand out* limited support* logical but incomplete sequencing
FAIR TO POOR: non-fluent* ideas confused or disconnected* lacks logical
sequencing and development
VERY POOR: does not communicate* no organisation* OR not enough to
Evaluate
VOCABULARY
EXCELLENT TO VERY GOOD: sophisticated range* effective word/idiom
choice and usage* word form mastery* appropriate register
GOOD TO AVERAGE: adequate range* occasional errors of word/idiom
form, choice, usage but meaning not obscured
FAIR TO POOR: limited range* frequent errors of word/idiom, form choice,
usage* meaning confused or obscured
VERY POOR: essentially translation* little knowledge of English
vocabulary, idioms, word form* Or not enough to evaluate
GRAMMAR
EXCELLENT TO VERY GOOD: effective complex constructions* few
errors of agreement, tense, number, word order/function, articles,
pronouns, prepositions

12

21-18
17-11
10-5

5
4
3
2

GOOD TO AVERAGE: effective but simple constructions* minor problems

in complex constructions* several errors of agreement, tense, number,
word/function, articles, pronouns prepositions but meaning seldom obscured
FAIR TO POOR: major problems in simple/complex constructions*
frequent errors of negation, agreement, tense, number, word order/function,
articles and/or fragments, run-ons, deletions* meaning confused or obscured
VERY POOR: virtually no mastery of sentence construction rules
*dominated by errors* does not communicate* OR not enough to evaluate
MECHANICS
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions*
few errors of spelling, punctuation, capitalisation, paragraphing
GOOD TO AVERAGE: occasional errors of spelling, punctuation,
capitalisation paragraphing but meaning not obscured
FAIR TO POOR: frequent errors of spelling, punctuation, capitalisation,
paragraphing* poor handwriting* meaning confused or obscured
VERY POOR: no mastery of confessions* dominated by errors of spelling,
punctuation, capitalisation, paragraphing* handwriting illegible* Or not
not enough to evaluate

Total: 100

SITTING EXAMS
The February examination will cover British Civilisation studied during the
semester (courses and seminars). The purpose of the examination is to enable students
to demonstrate their width and depth of reading, the ability to develop an argument
and support it with illustrations. It is not the purpose of the exam to encourage the
student merely to write out class essays for a second time, or simply to transcribe notes
taken in lectures that have vague connection with the question set.
Sitting the January / February examination is a compulsory part of the course, and
no student can sit it without having completed their written work by the deadlines set
by the tutor, or who have a poor attendance record (less than 75%) in their lectures and
seminars, without reasonable explanation. These may be regarded as not having
fulfilled the requirements of the course and so not allowed to sit the examination.
FINAL EXAMINATION
The February examination consists of written as well as an oral tests and will cover
the following aspects of British Civilization studied during the semester (courses and
seminars). The purpose of the examination is to enable students to demonstrate their
width and depth of reading, the ability to develop an argument and support it with
illustrations. It is not the purpose of the exam to encourage the student merely to write
out class essays for a second time, or simply to transcribe notes taken in lectures that
have vague connection with the question set.
Sitting the February examination is a compulsory part of the course, and no student
can sit it without having completed their written work by the deadlines set by the tutor,
or who have a poor attendance record (less than 80%) in their seminars, without

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British Culture and Civilisation

reasonable explanation. These may be regarded as not having fulfilled the
requirements of the course and so not allowed to sit the examination.
WRITTEN EXAMINATION (110 MINUTES)
The written examination consists of
a multiple choice test (15 minutes/30 questions )
true/false test (10 minutes/20 questions)
define / explain (50 minutes/10 terms)
one essays (60 minutes/300 words).

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SPECIMEN OF WRITTEN PAPER FOR FEBRUARY EXAMINATION

British Civilisation
I. *(only some types of questions are illustrated)
Read attentively, then choose the right answer:
The great age of castle building in Britain is the period
a. 1150-1250
b.1250-1350 c. 135-1450
d. 1450-1550
Match battles with dates:
1. Agincourt
a. 1415
2. Poitiers
b. 1346
3. Crecy
c. 1355

Mention four characteristics of the English Gothic style in architecture. Choose

from:
a. lancet window b. round arch c. tracery d. ogee e .transept f. buttress
II. Say if these statements are True or False:
The style of the grand portrait was created by Dick van Eyck.
Ordinance were laws originating with the Commons
III. Briefly explain the following terms:
Victorianism
first past the post wergild

interregum

IV. Explain, comment upon and discuss the following quotation from John
Randles Understanding Britain. A History of the British People and Their Culture.
(Kingston upon Thames: Filmsac/Lingual House, 1981), p. 207: The oldest
institution, and one which gives Britain part of its unique character, is the monarchy.
The monarchy is a success story

ORAL EXAMINATION (20 MINUTES)

The oral examinations consists of two types of exercise:
Oral presentation
Definition of 3 fundamental concepts
PASSING BRITISH CIVILISATION
A successful pass in the course will be judged by performance in the written work,

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preparation and participation in the seminars, and by formal examination. At the end of
the semester all students will be assigned an overall mark, which will be an aggregate
of the February examination (35%), two essay (30%), and tutors assessment of
students contributions to discussions during seminars (10%), and course/seminar
attendance 25%.
All forms of assessment, as well as the deadlines are compulsory. Getting passing
grades in the essay tests, as well as for seminar work is a pre-requisite for admission to
the February examination. Students should complete all the specified work of the
British Civilisation class that falls due during the semester, and must be handed to the
tutor by the assigned date.
Students failing the June examination, make take the September re-sit.

WEEK 1
WEEK 2
WEEK 3
WEEK 4
WEEK 5
WEEK 6
WEEK 7

LECTURE TIMETABLE
Britains Prehistory /Roman Britain, pp. 13-30.
Medieval Britain, pp. 31-120
The Renaissance, pp. 118-136
The Crown Against Parliament, pp. 137-158.
The Age of Reason, pp. 159-182.
Victorian Britain, pp. 183-235.
Britain in the Twentieth Century, 236-282.

N.B. Page references are to Remus Bejan. Britain. Past and Present. Iasi: Editura
Institutul European, 2001.

WEEK 1
WEEK 2
WEEK 3
WEEK 4
WEEK 5
WEEK 6
WEEK 7

SEMINAR TIMETABLE
Britain: Political Institutions, pp. 59-92.
The Legal System, pp. 113-138.
The Economy, pp. 139-164.
Social Services, pp. 165-188.
Education, pp. 189-212
The Media, pp. 235-258.
The Arts. Sports and Leisure, pp. 259-278.

N.B. Page references are to British Civilisation, 3rd edition by John Oakland, Routledge
1996.

GUIDE TO WRITTEN EXAMINATION

In the written examination, you are normally asked to write one or more of the
following types of exercises: multiple choice, summary and essay.
A. MULTIPLE CHOICE
This Test examines your ability to understand the written word or graphics, to apply

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the information and ideas given in the question, to analyse the given information and
ideas, and to evaluate the accuracy of the information and the conclusions based on it.

Comprehension items. Twenty per cent of the test questions, require you to
understand the meaning and purpose of written material, passages of quotations,
and information contained in maps, graphs, tables and political cartoons. They test
your ability to restate information, summarise ideas, and identify incorrectly
stated ideas. The questions usually include a quotation followed by the words
This most nearly means or The best explanation for this statement is or The
author believes or suggests.

Application items. Thirty per cent of the questions require you to use information
and ideas in a situation other than that indicated to you in the question. Applying
information and ideas is a high-level skill because you must not only understand
the general content, but be able to transfer it to the context of a particular
situation. You must go from the general information given to a specific case. In a
variant of this type of question you are required to apply information given in the
question that defines ideas in historical documents, divisions of subject matter,
and groups of basic concepts. You will have to understand information that is
presented in defined categories, usually five in number, relate a situation, action or
event to those categories, arrive at an application of the information given in the
categories to the given situation, action or event.

Analysis items. Thirty per cent of the questions, require you to break down
information into its parts to find out their interrelationships. They involve the
ability to identify cause-and-effect relationships, separate fact from fiction,
separate conclusions from supporting statements, and show that you can recognise
assumptions on which conclusions are based.

Evaluation items. Twenty per cent of the questions. are the most difficult. You
must make judgements about the soundnesss or accuracy of information. These
questions test your ability to determine whether facts are adequately documented
or proven, whether they are appropriately used to support conclusions, and
whether they are used correctly or incorrectly in the presentation of opinions or
arguments.

B. ESSAY (1500 words).

The rubric is usually a question. It may look like interrogative sentences.
Nevertheless, it presents itself a problem clearly worded. You are asked to clear up of
data of the problem and find a solution. This exercise aims at checking your skills of
writing. You should write efficiently and elegantly. Your task is to solve a problem;

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British Culture and Civilisation

therefore reasoning should progress by examples, arguments, and proofs.
There are two major essay types: the former requires you to present an opinion and
defend it (discussion/argument), the latter to explain something, e.g. a process, define
a term, make a comparison, a contrast, or a classification.

Discussion or Argument. It is a written exercise which asks you to express a

personal point of view on a problem raised by the question, e.g. Does the UK
have an adequate electoral system? Discuss the position of the Monarch in the
British Constitutional System; Discuss the role of the police force in law
enforcement in the UK. Your answer should be well-argued and structured. You
normally need to present a balanced view. Look at the advantages and
disadvantages of a particular idea or proposal or action: you should look at the
arguments for (or in favour) and against. Try to evaluate different opinions,
comparing and contrasting, and eventually give your own opinion or views. You
may or may not defend the same thesis as stated by the question. In case you
choose to defend it, you should do it in an original manner, choosing other
examples, other perspectives, Contradicting the thesis is not obligatory. The
discussion does not ask you to systematically demolish the someone elses thesis.
A discussion is however the place for a debate. When you express a personal point
of view, first check whether you have completely understood the opposite point of
view. A discussion subjects to certain conventions. It must allow for the analysis
of facts; its looks like a demonstration, and strives to answer a question.

Explaining a process (also known as description): this requires you to present a

series of steps each of which is part of a total process. For the explanation to be
clear each paragraph must be developed in a definite time sequence, e.g. Describe
in outline the history of Anglos-Saxon settlement in the British Isles.

Defining a term: A definition answers the question: What is meant by this? When
defining something you explain what is and what makes it different from other
similar of different things. Definition is the basis for any discussion dealing with a
challenging subject. Every definition has two parts: a classification or kind (or the
general class) and a/some distinguishing/particular characteristic(s). ex. Define
the following terms: Puritanism; Victorianism, Magna Charta, Cold War.

Comparison or Contrast. In a comparison you discuss similarities in two to more

items, e.g., Monarchy vs. Republicanism.

Classification: Classification is an important mental process because it groups

ideas and makes them easier for the reader to grasp. People, remember better if
they can put things into categories or classifications. A classification is normally
made according to a criterion or several criteria (standards or principles on which

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judgements are based)

A discussion is an exercise in construction; it must be incisive and direct; Ideas
should not simply be juxtaposed: reasoning must progress!
The Introduction. The introduction should never be more than 10% of the
development. Traditionally, discussion asks you to write as if you were writing to
someone who is not familiar with the subject. The introduction should therefore
announce him what you are going to talk about. Usually the introduction re-words the
problem in other terms and announces the plan. Sometimes, you me directly enter the
subject. Avoid quoting immediately the question in the introduction. You could start
form its immediate context instead. The first paragraph of your discussion should
rapidly met en place the perspectives given by the question. A synthesis in a few lines
could be preceded by the expression of a personal point of view.
The Development. The articulation of a discussion is supple; yet, it must be well
structured. You may choose a dialectical plan: thesis/ antithesis/ synthesis; Do not
forget that you should argue, justify! For a general subject you may use the
problems/cause/solutions type of plan. Never forget: you are not asked to adopt a
critical point of view of the problem, you must analyse it and propose your own
solutions.
Frequently, candidates start by defining the terms of the subject, and lose themselves
in them. The definition of terms should be quick, short, because the rest of the
development could bring in further information. A good development is always well
documented. Read extensively fort examination!
In writing a discussion, follow the following stages:
1)
Put down on a sheet of paper the ideas, examples, quotations etc. that come to
your mind.
2)
On another sheet of paper write your plan. Identify two or three axes.
3)
Write clearly on a sheet of paper INTRODUCTION and write that
introduction. If at this moment, you have any about the conclusion on another sheet of
paper write CONCLUSION.
4)
Write the phrase of attack for each part, and under each ideas and examples.
5)
Pass to writing proper. Introduction is already ready. You should copy it. For
each part, the attack phrase allows you to start writing. Write according to the
indications figuring on your scheme.
6)
Correct, try to leave a clean copy.
7)
Write the conclusion.
The best way to write an essay that defines a term is to list the component parts that
make up the idea being defined and give an example for each.
In the case of a compare and contrast essay, you can follow a simple outline like
this: Topic sentence- similarity 1-similarity 2, similarity 3-closing summary sentence.
In making a contrast between two ideas or objects, use the same plan point out
differences. Why do we compare or contrast? We may want to compare an unknown

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British Culture and Civilisation

idea or object with a known one in order to help the reader understand it better. We
may want to help the reader understand some quality of two objects or persons that is
not known in relation to a well-known principle that applies to both. We may want to
arrive at some general principle.
There are two ways to organize such an essay. One is to describe the first item
thoroughly and the turn to the second indicating similarities or differences between
them. The second is to move back and forth from one to another, comparing or
contrasting specific aspects of each. Both methods are effective, but they have to be
consistent.
There are a number of things to keep in mind when classifying: 1. Select one basis
for your classification; 2. Make these bases for classification mutually exclusive. What
falls into a category should not fall into another. 3. Make these bases for classification
complete. Try to fit all kinds of objects etc., into as few categories as possible. Another
way to define classification is to that it is a logical way of dividing persons and things
into a complete system of categories that do not overlap.
Before you begin writing the essay, read the instructions carefully to learn additional
information. Then follow these recommendations:
Planning you time: allow approx. 7 minutes for planning, 20-25 minutes for writing
the essay and 5-10 minutes for revising it.
Planning the essay: re-read the topic carefully noting down on your scrap paper
what is required. Think through the topic jotting down your ideas. To organize them in
an outline, combine ideas that belong together, eliminate those that do not fit. After
you have gathered related ideas from your notes, put them into a paragraph that has a
suitable topic sentence. Your plan should be written in full sentences so that you can
go directly from the outline to your essay.
Writing the essay: Expand the plan into an essay by giving more reasons or more
examples. A topic can be treated on the surface level and a deeper maturer one. Only
the latter will earn you a higher mark.
Revising the essay. It is essential that you read the essay you have written, revising it
where necessary. Use the following checklist:
Content:
1)
Are your ideas pertinent to the topic?
2)
Are you ideas clearly stated?
3)
Are they properly organized?
4)
Are they logically developed> Have you used the proper connecting and
transitional words?
5)
Is the purpose of your essay achieved? If you had to make a judgement, did
you do so? Did you explain the process? Did you define the term? Did you make the
comparison or contrast? Did you make the proper classification?
Organization:
1)
Does each paragraph have a good topic sentence?
2)
Is each key idea developed as a separate paragraph?
3)
Is each paragraph finished with a clear summary sentence?

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Correctness
1)
Is your essay free of sentence errors (run-on sentences and sentence
fragments?)
2)
Are agreement, case of pronouns and verb forms correct?
3)
Have you punctuated and capitalized correctly?
4)
Have you chosen your words with the proper usage in mind?
5)
Have you spelled them correctly?
Do not hesitate to make changes or corrections on your paper. As long as your
writing is legible, neatness is not a factor.

DISSERTATION (ESSAY/PROJECT WORK). (1500 words)

Usually, the rubric of a dissertation consists of a quotation or a question and an
invitation to discuss the quotation.
The first thing to do is to identify the significant terms, analyzed and related to other
terms, so that working on the subject turns into an explanation of the text.
The second part of the rubric, i.e., the quotation, should also be carefully analyzed,
as this may give important evidence, which could lead to establishing the basis for the
dissertation. At this moment, you should identify the central issue.
The next step is to design a logical plan, which should allow of balanced and
comprehensive dialectical arguments (for this reason, a plan based on two parts should
be avoided). The first part of the plan should be a precise and complex comment on
the quotation, with the aim of deepening the authors thought, develop its implication.
Find its limits, is the main issue of the second part. The third part attempts of
overcome the points of view previously expressed and often leads to another point of
view.
The success in writing a dissertation depends on the amount of time spent in
advance preparation. Before starting writing, you should prepare a plan for the whole
dissertation, detailing individual sections and as much as you can of the general
direction of your arguments. Firstly, you may find you do not have enough material
when you actually get down to a detailed plan. Secondly, the detailed plan can be
presented to your supervisor for him or her to pick holes in! Writing a lengthy
dissertation or essay reveals very clearly how much work has gone into it in advance.
The second important decision to take is the choice of viewpoint. Dissertations fall
into two very basic types an account of a given field or area of study or an
exploration of certain issues within a topic. Giving a broad, general account, or a
competent summary of a given field or author may receive a good mark, a dissertation
needs to address the basic question(s) related to the topic. Particularly for wider
themes make sure that you know the basics of the existing debate before you attempt
to add anything to it. Make sure you have an accurately noted text and an organized set
of notes.

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British Culture and Civilisation

GUIDE TO ORAL PRESENTATIONS
In fact, the oral presentation is a short essay (discussion, description, compare and
contrast, etc.), only you have less time to elaborate. What could be answered in one
hour written exercise should fit into less than 10 minutes. Concentrate on the main
aspects, be selective. You must work very quickly. It must necessarily include:
an introduction announcing the subject and defining more accurately the
problem(s) involved, indicating the approach used;
a development made up of 2-3 parts (in accordance with the plan outlined in the
introduction), illustrated by precise references;
a conclusion making a quick synthesis of what has been said, underlying the
importance of the problem discussed and, if possible opening new perspectives.
STUDY SKILLS
To improve your study and academic writing skills, the following books may prove
useful:
Alexander, L. G. Essay and Letter Writing. 13th impression. (Harlow: Longman,
1994).
Alexander, L. G. Sixty Steps to Precis.2nd edition. (Harlow: Longman, 1995).
Jordan. R. R. Academic Writing Course. (London & Glasgow: Collins,1989.
Gerald Levin. Short Essays. 5th edition. (San Diego: Harcourt Brace Jovanovich,
Publishers, 1989).
Mary Waters & Alan Waters. Study Tasks in English. (Cambridge: Cambridge
University Press, 1995)
PLAGIARISM
To plagiarize is to use and pass off as your own the ideas or passages of another, or
to put forth as original to yourself the ideas or words of another. This is considered
academically fraudulent.
If you use the words and ideas of a number of writers, acknowledge the sources, and
question, criticize or challenge these with your own words and ideas, this is called
research.
Plagiarism will always be dealt with severely, so you must be careful to identify and
acknowledge all sources.
In assessing any piece of work that makes inadequately acknowledged use of
another persons work, that work will be penalized accordingly.

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